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一、教法分析
本节课是中职校教材《饭店服务与管理英语》(第二版)Unit 7Food and Beverage,Dialog 2。采用情景教学法,使英语教学内容在较真实的情景下进行,课堂设在学校的餐饮实训室。本节课主要是通过英语会话练习,让学生在为外宾服务时懂得用英语进行交流。
二、教学目标
1.认知目标:
重点词汇:Lampshade,slice,beancurd, Dan-dan noodles, available, give high comments on,snack, recommendation,appetizer,
重点句型:
1.Do you have a reservation?
2.How many guests?
3.May I take your order ?
4.It’s our chef’s recommendation.
5.Would you like something to drink with your dinner?
2.能力目标:
培养语言运用能力,让学生把所学到的语言知识和实际工作联系起来,学以致用。
3.情感目标:
通过会话,让学生懂得如何用英语跟外宾进行交流,如何更好地为外宾服务。
三、教学重、难点
1. 教学重点:学习有关餐饮的词语并运用重点句型进行听、说、读基本技能训练。
2. 教学难点:运用所学词汇和句型,结合服务用语,按照餐厅服务程序为外宾服务。
四、教学过程
Step One. Learn the new words、 useful terms and expressions.
1. Greet with the students by using “Good morning, everyone.”
2. Show the pictures of Mapo beancurd, Dan-dan noodles, Lampshade slice beef,appetizer.
T: Do you know these food?
Ss: Beancurd, noodles and beef.
T: Yeah. They are real Sichuan food. Do you know the special names? They are Mapo beancurd, Dan-dan noodles, Lampshade slice beef.
Ss: Mapo beancurd, Dan-dan noodles, Lampshade slice beef.(重复三遍)
T:(指着图片)Lampshade sliced beef is our chef’s recommendation.
Ss: (repeat)Lampshade sliced beef is our chef’s recommendation.
…
(用同样的方法学习Dan-dan noodles, Lampshade slice beef. 操练几遍,再解释recommendation,借助投影,展示图片,学习appetizer, snack, available, give high comments on.)
【设计说明】
运用多媒体投影,展示一些菜式以及餐饮的图片,引起学生的兴趣,师生共同学习有关餐饮的词汇、操练重点句型,引领学生进入学英语的氛围中。
Step Two. Lead in
T: Now, I’d like some of you to help me. come here, Group 1. Each of you hold a card and stand at the right position, will you?
(让第一组的10位同学每人拿着一块两面分别写着中英文单词的牌子,找到自己的岗位。单词如下:餐饮部(Food an Beverage Department) 经理(F&B Manager)餐厅管理员(Supervisor)餐厅领班(Restaurant Captain)餐厅服务员(Waiter/Waitress) 餐厅预订员(Restaurant Reservationist)餐厅应接员(Hostess)餐厅开单员(Restaurant Cashier)餐厅划菜员(Restaurant & Kitchen Coordinator)走菜员(Kitchen Waiter)
T: (随意指着某个岗位的人员)What does she do?
Ss: She is a hostess.
T: Right. She is a hostess.(学生跟读单词。)
…
(学生每两人一组,进行问和答练习,老师一旁指导,带领全班读。)
【设计说明】
增加了个岗位人员的英语名称,让学生了解,以便能较快进入角色,学生已经熟悉了餐厅的服务程序和各服务人员的岗位,在餐饮实训室里他们能很快站好位置,为练习英语口语营造了一个较真实的环境。
T: Attention, please! Now, I’m the hostess. I’m meeting the guests. And these four ladies are customers. Listen carefully.
(让四名学生作为消费者,走进餐馆。老师和学生进行迎接客人的对话,其余学生注意听,重复客人和迎宾的话、模仿迎宾的手势和动作。)
H=Hostess C=customer
H: Good evening. Welcome to our restaurant.(见面礼仪)
Do you have a reservation?
C: No. Any tables available?
H: I guess so. How many guests?
C: Four in my party.
H: All right. This way, please.(引领手势)
(大屏幕显示重点句型 Do you have a reservation?How many guests, please?)
Ss: Do you have a reservation?How many guests, please
…
【设计说明】
这一段对话是根据需要补充的,为后面的“点菜”作铺垫,由Meeting the guests导入新内容Taking the order,使服务过程显得完整。迎接宾客的口语比较容易,能很快掌握,借助表情、手势,激起学生说英语的兴趣,由此引导学生自然过渡到新内容的学习——Taking the order.在这样的情境中,学生学英语的主动性、积极性充分地调动起来。
Step Three.Presentation
1. Read the dialog “Taking the order”, find out the difficult words and expressions, and then discuss the long sentences.
T: Do you have any questions? Can you understand the long sentences?
S1: What does “You bet” Mean?
S2: I think it means“当然”。
T: That’s right. According to the context, it means “当然”。
T: Do you have some difficulties in understanding these long sentences “It’s a red-hot stew made famous by an ancient pock-marked female chef” and “I was told a Chinese dinner wouldn’t be complete without a soup”?
S3: Yes. I can’t understand.
T: Mapo was an ancient pock-marked female, and Mapo beancurd is a red-hot stew made by her, “一道麻辣炖菜”。
……
(利用投影,把学生认为较难理解的词、短语和难句、重点句型呈现出来,师生共同分析、讨论,然后解决。操练重点句型,分角色朗读对话。)
2. Get the students to serve the guests according to the dialog “Taking the order”.
T: It’s your turn, Group 2. One student act as the waitress, and four students sit at the table. The others just look carefully and try to recite the dialog, will you?
Ss: OK. That would be helpful.
T: Now the guests are at the table. Let’s begin.
(由于对话较长,把对话分为四段,以剧本的形式呈现给学生,让学生注意每个角色的表情和语调。每位顾客两句台词,服务员的台词由一至四名学生完成。)
W=waitress/waiter C=customer
W: Good evening, sir. Here is the menu.
C1: Wow. Everything looks delicious.
W: You bet. You will like our food.
C1: Well, I am starved.
(进行角色表演的学生不能看英语材料,服务员的台词较多,不懂说英语时可以找一位同学作为翻译人员,在一旁协助她。)
W: May I take your order, sir?( Ready to order?)
C2: Well, yours is a Sichuan food restaurant. Anything special here?
W: Our Lampshade sliced beef is very special here. It’s our chef’s recommendation.
C2: Fine. We’ll have it.
(服务员认为自己不行时,可以下去看材料,换另一位同学继续。其他同学随时准备。)
W: What about Mapo beancurd? It’s a red-hot stew made famous by an ancient pock-marked female chef.
C3: Sounds interesting. I was told a Chinese dinner wouldn’t be complete without a soup, right?
W: Right you are. Many guests give high comments on the Hot and Sour Soup.
C3: We’ll have that, too.
(老师作为考评员,在一旁监听,把错漏之处记录下来。稍后点评。)
W: By the way, would you like to have a bowl of Dan-dan noodles? It’s a typical Sichuan snack. It’s delicious and worth a try.
C4: All right. A bowl for each of us.
W: Would you like something to drink with your dinner?
C4: A bottle of Qingdao Beer and a can of coke, please.
(The waitress repeats the order.)
W: Please wait a moment.
(这个对话练习在课文的内容上作了些补充。第一轮练习不限时间,结束时老师点评、指正。第二轮练习在规定时间内完成,看看哪组做得最好。)
【设计说明】
充分利用餐饮实训室的教学设施和设备,如多媒体投影、餐桌餐具、食物样品等,努力营造一个真实的就餐环境,在熟悉的环境里,学习的内容是学生所熟悉的,学生会觉得没有拘束,在这样的情境中,极大地激发了他们要开口说英语、说好英语的兴致。轻松愉快的心情有利于英语口语的练习。
Step Four.
T: Everybody, in this class, we know how to serve the guests in English and master some useful sentences. You should practice more after class and then you can show up in your practical work.
Before we end this class, we go over the key words and key sentences.
(大屏幕显示重点词汇、重点句型, 师生一起复习一遍,结束这节课。)
【教学反思】
英语的口语教学有很多方法,情景教学法就是尽量设置较真实的场景,让学生亲身感受和直接体验语言及语言运用的一种方法。本节课我利用学校餐饮实训室的设施设备和教学资源,使学生亲临其境,充分发挥他们的积极性和主动性来学习和使用英语。利用多媒体投影,吸引学生的注意力,激发他们说英语的强烈愿望,为学生在以后的真实工作中搭起了一座桥梁,激发了学生的学习动机,培养了说英语的习惯。在进行口语训练的同时,培养学生听的技巧,带动听、说、读的基本技能训练。但是由于学生英语基础的差异,少数学生无论在听说训练过程中,还是在情景演练中,都存在想说而表达不出来的英语口语障碍的现象。因此在今后的教学中,我会加强个别辅导,发挥合作学习的优势,从而使得不同层次的学生都有最大程度的进步。
本节课是中职校教材《饭店服务与管理英语》(第二版)Unit 7Food and Beverage,Dialog 2。采用情景教学法,使英语教学内容在较真实的情景下进行,课堂设在学校的餐饮实训室。本节课主要是通过英语会话练习,让学生在为外宾服务时懂得用英语进行交流。
二、教学目标
1.认知目标:
重点词汇:Lampshade,slice,beancurd, Dan-dan noodles, available, give high comments on,snack, recommendation,appetizer,
重点句型:
1.Do you have a reservation?
2.How many guests?
3.May I take your order ?
4.It’s our chef’s recommendation.
5.Would you like something to drink with your dinner?
2.能力目标:
培养语言运用能力,让学生把所学到的语言知识和实际工作联系起来,学以致用。
3.情感目标:
通过会话,让学生懂得如何用英语跟外宾进行交流,如何更好地为外宾服务。
三、教学重、难点
1. 教学重点:学习有关餐饮的词语并运用重点句型进行听、说、读基本技能训练。
2. 教学难点:运用所学词汇和句型,结合服务用语,按照餐厅服务程序为外宾服务。
四、教学过程
Step One. Learn the new words、 useful terms and expressions.
1. Greet with the students by using “Good morning, everyone.”
2. Show the pictures of Mapo beancurd, Dan-dan noodles, Lampshade slice beef,appetizer.
T: Do you know these food?
Ss: Beancurd, noodles and beef.
T: Yeah. They are real Sichuan food. Do you know the special names? They are Mapo beancurd, Dan-dan noodles, Lampshade slice beef.
Ss: Mapo beancurd, Dan-dan noodles, Lampshade slice beef.(重复三遍)
T:(指着图片)Lampshade sliced beef is our chef’s recommendation.
Ss: (repeat)Lampshade sliced beef is our chef’s recommendation.
…
(用同样的方法学习Dan-dan noodles, Lampshade slice beef. 操练几遍,再解释recommendation,借助投影,展示图片,学习appetizer, snack, available, give high comments on.)
【设计说明】
运用多媒体投影,展示一些菜式以及餐饮的图片,引起学生的兴趣,师生共同学习有关餐饮的词汇、操练重点句型,引领学生进入学英语的氛围中。
Step Two. Lead in
T: Now, I’d like some of you to help me. come here, Group 1. Each of you hold a card and stand at the right position, will you?
(让第一组的10位同学每人拿着一块两面分别写着中英文单词的牌子,找到自己的岗位。单词如下:餐饮部(Food an Beverage Department) 经理(F&B Manager)餐厅管理员(Supervisor)餐厅领班(Restaurant Captain)餐厅服务员(Waiter/Waitress) 餐厅预订员(Restaurant Reservationist)餐厅应接员(Hostess)餐厅开单员(Restaurant Cashier)餐厅划菜员(Restaurant & Kitchen Coordinator)走菜员(Kitchen Waiter)
T: (随意指着某个岗位的人员)What does she do?
Ss: She is a hostess.
T: Right. She is a hostess.(学生跟读单词。)
…
(学生每两人一组,进行问和答练习,老师一旁指导,带领全班读。)
【设计说明】
增加了个岗位人员的英语名称,让学生了解,以便能较快进入角色,学生已经熟悉了餐厅的服务程序和各服务人员的岗位,在餐饮实训室里他们能很快站好位置,为练习英语口语营造了一个较真实的环境。
T: Attention, please! Now, I’m the hostess. I’m meeting the guests. And these four ladies are customers. Listen carefully.
(让四名学生作为消费者,走进餐馆。老师和学生进行迎接客人的对话,其余学生注意听,重复客人和迎宾的话、模仿迎宾的手势和动作。)
H=Hostess C=customer
H: Good evening. Welcome to our restaurant.(见面礼仪)
Do you have a reservation?
C: No. Any tables available?
H: I guess so. How many guests?
C: Four in my party.
H: All right. This way, please.(引领手势)
(大屏幕显示重点句型 Do you have a reservation?How many guests, please?)
Ss: Do you have a reservation?How many guests, please
…
【设计说明】
这一段对话是根据需要补充的,为后面的“点菜”作铺垫,由Meeting the guests导入新内容Taking the order,使服务过程显得完整。迎接宾客的口语比较容易,能很快掌握,借助表情、手势,激起学生说英语的兴趣,由此引导学生自然过渡到新内容的学习——Taking the order.在这样的情境中,学生学英语的主动性、积极性充分地调动起来。
Step Three.Presentation
1. Read the dialog “Taking the order”, find out the difficult words and expressions, and then discuss the long sentences.
T: Do you have any questions? Can you understand the long sentences?
S1: What does “You bet” Mean?
S2: I think it means“当然”。
T: That’s right. According to the context, it means “当然”。
T: Do you have some difficulties in understanding these long sentences “It’s a red-hot stew made famous by an ancient pock-marked female chef” and “I was told a Chinese dinner wouldn’t be complete without a soup”?
S3: Yes. I can’t understand.
T: Mapo was an ancient pock-marked female, and Mapo beancurd is a red-hot stew made by her, “一道麻辣炖菜”。
……
(利用投影,把学生认为较难理解的词、短语和难句、重点句型呈现出来,师生共同分析、讨论,然后解决。操练重点句型,分角色朗读对话。)
2. Get the students to serve the guests according to the dialog “Taking the order”.
T: It’s your turn, Group 2. One student act as the waitress, and four students sit at the table. The others just look carefully and try to recite the dialog, will you?
Ss: OK. That would be helpful.
T: Now the guests are at the table. Let’s begin.
(由于对话较长,把对话分为四段,以剧本的形式呈现给学生,让学生注意每个角色的表情和语调。每位顾客两句台词,服务员的台词由一至四名学生完成。)
W=waitress/waiter C=customer
W: Good evening, sir. Here is the menu.
C1: Wow. Everything looks delicious.
W: You bet. You will like our food.
C1: Well, I am starved.
(进行角色表演的学生不能看英语材料,服务员的台词较多,不懂说英语时可以找一位同学作为翻译人员,在一旁协助她。)
W: May I take your order, sir?( Ready to order?)
C2: Well, yours is a Sichuan food restaurant. Anything special here?
W: Our Lampshade sliced beef is very special here. It’s our chef’s recommendation.
C2: Fine. We’ll have it.
(服务员认为自己不行时,可以下去看材料,换另一位同学继续。其他同学随时准备。)
W: What about Mapo beancurd? It’s a red-hot stew made famous by an ancient pock-marked female chef.
C3: Sounds interesting. I was told a Chinese dinner wouldn’t be complete without a soup, right?
W: Right you are. Many guests give high comments on the Hot and Sour Soup.
C3: We’ll have that, too.
(老师作为考评员,在一旁监听,把错漏之处记录下来。稍后点评。)
W: By the way, would you like to have a bowl of Dan-dan noodles? It’s a typical Sichuan snack. It’s delicious and worth a try.
C4: All right. A bowl for each of us.
W: Would you like something to drink with your dinner?
C4: A bottle of Qingdao Beer and a can of coke, please.
(The waitress repeats the order.)
W: Please wait a moment.
(这个对话练习在课文的内容上作了些补充。第一轮练习不限时间,结束时老师点评、指正。第二轮练习在规定时间内完成,看看哪组做得最好。)
【设计说明】
充分利用餐饮实训室的教学设施和设备,如多媒体投影、餐桌餐具、食物样品等,努力营造一个真实的就餐环境,在熟悉的环境里,学习的内容是学生所熟悉的,学生会觉得没有拘束,在这样的情境中,极大地激发了他们要开口说英语、说好英语的兴致。轻松愉快的心情有利于英语口语的练习。
Step Four.
T: Everybody, in this class, we know how to serve the guests in English and master some useful sentences. You should practice more after class and then you can show up in your practical work.
Before we end this class, we go over the key words and key sentences.
(大屏幕显示重点词汇、重点句型, 师生一起复习一遍,结束这节课。)
【教学反思】
英语的口语教学有很多方法,情景教学法就是尽量设置较真实的场景,让学生亲身感受和直接体验语言及语言运用的一种方法。本节课我利用学校餐饮实训室的设施设备和教学资源,使学生亲临其境,充分发挥他们的积极性和主动性来学习和使用英语。利用多媒体投影,吸引学生的注意力,激发他们说英语的强烈愿望,为学生在以后的真实工作中搭起了一座桥梁,激发了学生的学习动机,培养了说英语的习惯。在进行口语训练的同时,培养学生听的技巧,带动听、说、读的基本技能训练。但是由于学生英语基础的差异,少数学生无论在听说训练过程中,还是在情景演练中,都存在想说而表达不出来的英语口语障碍的现象。因此在今后的教学中,我会加强个别辅导,发挥合作学习的优势,从而使得不同层次的学生都有最大程度的进步。